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Background

Background. have been in existence since the 1970’s beginning in Europe first MSR was introduced in Canada in 1992 in Toronto’s Children’s Centre

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Background

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  1. Background • have been in existence since the 1970’s beginning in Europe • first MSR was introduced in Canada in 1992 in Toronto’s Children’s Centre • also referred to as “snoezelen” rooms (a combination of the Dutch words “snuffelen,” meaning to seek out or explore, and “doezelen,” which means to relax) • the Public Schools Finance Board refers to “snoezelen” rooms in discussing space standards for special education areas

  2. Purpose Multi-sensory rooms are designed environments that provide a safe place to promote: • communication • stimulation • sensory exploration • relaxation • Intellectual activity

  3. Approaches Two main approaches in using Multi-Sensory Rooms: • to provide an experience where students can relax and explore under the guidance of a teacher or educational assistant • for achieving specific and measurable educational goals (e.g., communication goals, such as turn taking, academic goals, such as alphabet knowledge)

  4. Who Can Benefit Students with: • autism • multiple disabilities • attention deficit hyperactivity disorder • cerebral palsy • pervasive developmental delays • fetal alcohol spectrum disorder

  5. Multi-Sensory Room Guidelines • draft form • purpose • goals • usage • individual multi-sensory plan • multi-sensory room observation checklist

  6. Portage Collegiate Institute’s Multi-Sensory Room Usage • to calm down agitated/upset students • create a learning environment where non-verbal students can explore different sensory experiences (e.g., scents, textures, visual prompts & stimulation, hand-on manipulatives) • to achieve IEP goals (e.g., develop motor skills, stimulate visual and tactile skills)

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